Download e-book for iPad: Effective Literacy Programmes: Options for Policy-makers by John Oxenham


By John Oxenham

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Additional info for Effective Literacy Programmes: Options for Policy-makers (Fundamentals of Educational Planning)

Example text

Whereas 38 and 42 per cent of the basic and post-literacy course participants respectively believed they now had more respect within their families, and could give examples of what they meant, only 2 per cent of the control group shared that belief. On the second indicator (confidence in stating one’s opinions to the family and community), the proportions of basic course participants asserting that they now had more confidence to do so were much the same as on the first indicator. In contrast, among the post-literacy course participants, a full 50 per cent claimed they were more confident in stating their opinions to the family, and 44 per cent made the same claim with regard to the community.

Such measures are clearly less than ideal for the additional staff. They are also less than ideal for fostering professional cadres and supporting efforts towards providing continuing and lifelong education for all adults that is essential for continuing national modernization and coping with the challenges of globalization. Nonetheless, they may be necessary as temporary expedients until the government has more resources at its disposal. In addition, a government will need to consider what functions of a literacy programme it should undertake and which responsibilities it should farm out to other agencies.

A sustained increase in savings and investment: ... Many of those engaged in entrepreneurial activities had saved and invested in capital assets in order to generate profit. Many of these people said they only thought of doing this as a result of their learning during the course. (Cawthera, 2003: 14-15). ) approach the issue of productivity and income through an examination of resource management – or making available resources more productive than they were previously. They are able to furnish examples from all three countries of how the process of that particular form of literacy education had stimulated participants to reconsider and improve their uses of land, water, crops and money (echoing the fact that, to affect people’s behaviour, instruction in literacy should be combined with practical information and skills).

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